1 / 59

Reading 101 Para Academy

Reading 101 Para Academy. Jolene Ahlschwede FDLRS. No Child Left Behind. January 8, 2002 - President Bush signed into law the No Child Left Behind Act of 2001 (NCLB) Four basic education reform principles: Stronger accountability for results Increased flexibility and local control

torgny
Download Presentation

Reading 101 Para Academy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reading 101Para Academy Jolene Ahlschwede FDLRS

  2. No Child Left Behind • January 8, 2002 - President Bush signed into law the No Child LeftBehind Act of 2001 (NCLB) Four basic education reform principles: • Stronger accountability for results • Increased flexibility and local control • Expanded options for parents • Emphasis on teaching methods that have been proven to work

  3. The goal of NCLB is to have 100 percent of students proficient by 2013-2014.

  4. Just Read, Florida! • Statewide reading initiative launched in 2001 by Governor Jeb Bush with the unequivocal goal of every child being able to read at or above grade level by the year 2012.

  5. Florida’sFormula For Reading Improvement 6 + 3 + ii + iii = NCLB (No Child Left Behind) 6 Instructional components: phonemic awareness, phonics, oral language, fluency, vocabulary, and comprehension 3 Types of assessment to guide instruction: screening, diagnosis, and progress monitoring

  6. ii Initial instruction that is high quality and consistent iii Immediate intensive intervention

  7. Literacy Centers / Literacy Stations • Centers allows teachers time to teach a flexible small group, offer support to individual children, and to monitor children’s progress while other children are working. • Consider student needs and class size, classroom space, daily schedule, management system to establish easy-to-follow routines, monitor activities, strong literacy focus • www.fcrr.org

  8. C o r n e r s Four How did you learn to read? Did your experiences with learning to read influence how you assist student’s reading? In what way? What is you biggest concern about helping students read?

  9. Book Knowledge • General knowledge of print and book concepts • Print Concepts include knowing . . . • that print is read from left to right • what a letter is • what a word is • what a sentence is • that there are spaces between words • the function of capital letters and punctuation marks • that oral language can be written and then read

  10. Book concepts include understanding. . . • that a book is for reading • the function and location of a book’s front, back, top, and bottom • how to turn the pages properly • where to begin reading • the functions of print and pictures • title, author, and illustrator

  11. Environmental Print • Children’s names on tubs, folders or charts • Labels on centers and classroom materials • Lists of classroom helpers / group members • Topics to be studied are posted • Written directions for activities • Signs / print around the school campus

  12. Phonological Awareness • A broad term which includes phonemic awareness • Phonemic awareness specifically focuses on individual sounds (known as phonemes: /h/ /i/ /m/) in words. • Phonological awareness refers to the more general understanding of sound structure of words and sentences.

  13. Phonemic Awareness • It is ORAL, not written • It can be done in the dark- It is what you do with your ears when your eyes are closed. • Strong predictor of how well children will learn to read.

  14. Phonological Awareness Continuum (increasing degrees of difficulty)

  15. Hooway For Wodney Wat!!!

  16. Phonemic awareness can be taught! • Beginning readers, as well as older, less able readers, benefit from phonemic awareness instruction. • Current researchers state that a student’s phonemic awareness skill level is a more powerful predictor of reading ability than IQ.

  17. How many phonemes? • At • Drip • Church • Star • Quit • That • Stop • Ship • box

  18. Correct Sound Pronunciation is Critical!

  19. Sounds, Sounds, Sounds /p/ /b/ /t/ /d/ /k/ /g/ /m/ /n/ /ng/ /f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/ /h/ /ch/ /j/ /y/ /w/ /wh/ /l/ /r/

  20. Sounds website • http://www.uiowa.edu • Click on the English or Spanish Library on the right side to launch videos on  44 phonenemes) Created by: FDLRS/NEFEC & FDLRS/Springs April 2006

  21. Elkonin Boxes

  22. Learn Website • Elkonin Boxes • http://learn.nefec.org/resources/content

  23. Say It & Move It

  24. Phonics • The goal of phonics instruction is to help children learn the relationship between the letters of written language and the individual sounds of spoken language. • Helps children learn and use the alphabetic principle.

  25. Letter Recognition • Recognize, name, and write the letters of the alphabet • Identify and distinguish both uppercase and lowercase letters

  26. Letter-Sound Knowledge and Phonics • Letter-sound knowledge: learning the common sounds of letters, letter combinations, and spelling patterns. • Explicit and systematic phonics instruction: prescribed sequence of letter-sounds based on usefulness, elements are introduced in increased degree of difficulty. • Materials for reading and spelling align with the sequence of letter-sound introduction and reinforce what has already been taught.

  27. Provide opportunities for children to apply their knowledge of letter sounds and spelling patterns by reading decodable texts • Decodable texts contain a high percentage of words that consist of previously taught sounds and patterns

  28. What about irregular words? • Irregular words • Contain some letters that do not represent their most commonly used sounds • Tend to be high frequency words that students encounter often in their reading and writing • Can be partially decoded • Are sometimes referred to as sight words or outlaw words • Example: the, eight, is

  29. Sight Words • Sight words are words that are recognized immediately. • The ultimate goal for all words, regular or irregular, to be read automatically with little effort.

  30. Vocabulary • Slap A Word • http://learn.nefec.org/resources/content/movieWindow.aspx

  31. Word Study Strategies • Letter Recognition • Match, identify, and order the letters in the alphabet • Alphabet arc/mat • Letter/Sound Correspondence • Identify and match sounds with letters (initial, final & medial). • Making / building words • Word families

  32. Word Study Strategies • Open sort activity • Syllable Patterns • Learn syllable patterns and practice blending and segmenting syllables in words. • Structural analysis • Practice blending compound words, prefixes and suffixes (Twenty Prefixes account for 97% of the prefixed words in school reading materials. Four of them account for 58%. (un-, re-, in-, dis-)

  33. http://learn.nefec.org/resources/content/movieWindow.aspx Word Sorts

  34. Fluency • Fluency is important because it provides a bridge between word recognition and comprehension. • Combines rate and accuracy • Requires automaticity • Includes reading with prosody/ expression (appropriate use of intonation and phrasing)

  35. More fluent readers focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge. Therefore, they are able to focus on comprehension. Less fluent readers must focus their attention primarily on decoding individual words. Therefore, they have little attentions left for comprehending the text.

  36. Reading Levels

  37. Reading Levels

  38. Example: • A student reads 120 words correctly out of a selection of text that contains 125 words. • The accuracy is 96% • 120 divided by 125 = .96 • .96 x 100 = 96%

  39. Repeated and monitored oral reading improves fluency and overall reading achievement. • Repeated reading can benefit most students throughout elementary school as well as struggling readers at higher grade levels.

  40. Fluency Strategies • Model fluent reading – read aloud daily to the students • Repeated reading activities • Student / adult reading • Choral reading • Tape-assisted / computer-based reading • Partner reading • Readers Theatre You Read to Me

  41. Vocabulary

  42. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. • Engage daily in oral language • Listen to adults read to them • Read extensively on their own (also known as wide reading: reading different types of texts)

  43. Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly. • Direct or explicit vocabulary instruction focuses on specific words and their meanings • active engagement with words • repeated exposures in many contexts aids word learning • Teaching specific words before reading helps both vocabulary learning and reading comprehension. When teachers focus on specific words and their meanings, all students, including Limited English Proficient students, benefit.

  44. Level of Word Knowledge • Students know words to varying degrees. • Three levels of word knowledge: • Unknown (completely unfamiliar / meaning is unknown) • Acquainted (somewhat familiar / some idea of its basic meaning) • Established (very familiar / immediately recognize its meaning and use the word correctly)

  45. Vocabulary Strategies Concept Mapping Bubble Map (Thinking Map)

  46. Graphic Organizer Tree Map (Thinking Map)

  47. Four Square-Vocabulary Map Let’s do one!

More Related